<place your MCAS questions and Curriculum Mapping information here>
Question 7: Multiple-Choice
Reporting Category: Biochemistry and Cell Biology Standard: 2.4 - Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration. Explain the interrelated nature of photosynthesis and cellular respiration in the cells of photosynthetic organisms. Which of the following statements correctly describes the processes of photosynthesis and cellular respiration?
A.
Photosynthesis and cellular respiration occur in the same organelle.
B.
Photosynthesis and cellular respiration are performed by all organisms.
C.
Photosynthesis produces carbon dioxide, and cellular respiration uses carbon dioxide.
D.
Photosynthesis stores energy for cells, and cellular respiration releases energy for cells.
Department Curriculum: Comparing Photosynthesis and Cellular Respiration (What is the relationship between photosynthesis and cellular respiration?) Instructional Activities: Powerpoint presentation, Magnetized board model comparison. Students create and compare flow charts of products and yields of both reactions. Bromethyl blue indicator lab→ student examine their carbon dioxide production compared to plant (water weed) oxygen production.
Question 30: Multiple-Choice
Reporting Category: Biochemistry and Cell Biology Standard: 1.3 - Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, that have an effect on enzymes. The role of an enzyme in a chemical reaction is to change which of the following?
A.
the type of reaction
B.
the activation energy of the reaction
C.
the pH at which the reaction occurs
D.
the temperature at which the reaction occurs
Department Curriculum: Energy for Life. Enzyme structure and function. Instructional Activities: Powerpoint presentation, Magnetized board models, Lock and Key example, student worksheets. Saliva lab (Amylase demonstration of enzyme action)→ The enzyme in saliva is used to “breakdown” starch into glucose. Benedict’s solution indicator is used.
Workshop 3 - Web 2.0 tools
<embed your video here>
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -
WS4-ScienceLearningActivityTypes.pdf
File Not Found
(Download Details - 150KB)
For Cell Respiration:
Conceptual Knowledge Building: View Images/ Objects
Procedural Knowledge Building: Record Data
Knowledge Expression: Write a Report
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Activity Type Category
Description of Activity
Online Resource Link
Conceptual Knowledge Building
Examine online/ interactive diagrams detailing the process of cell respiration.
Students complete a lab report or research report following the template created by the school science department. A future goal includes the creation of a department-specific online location for uploading reports.
Classroom webpage or wiki (TBD)
School page (TBD)
Google Docs
<Add Stage 1 activity here>
How Does Exercise Affect Disposal of Wastes from Cellular Respiration Learning Objective: Students investigate the relationship between exercise and the production of carbon dioxide, a byproduct of cellular respiration. Students utilize online course resources to follow procedure, record data, and share their results with the class. Students are introduced to the use of spreadsheets to transform raw data into visual/graphical representations.
· Students should find that the solution changed color more rapidly after exercise than before exercise. · Cellular respiration produces carbon dioxide. Exercise increases the rate of cellular respiration.
Activity Type: Procedural: Carry out procedures, record data, and generate data
Instructions: Cautions of activity discussed 1. Students work in partners. 2. Label two test tubes A and B. 3. Put 10 mL of water in each test tube. 4. Put a few drops of bromothymol blue in each test tube. (Carbon dioxide causes bromothymol blue to turn from blue to yellow or green.) 5. Your partner will time you during this step.
When your partner says “go” slowly blow air through the straw into the bottom of test tube A 6. When the solution changes color, your partner should say “stop” and then record how long the color change took. 7. Jog in place for two minutes. 8. Repeat steps 5-6 using test tube B. 9. Trade roles with your partner. Repeat steps 1-8. (This step can be skipped to reduce time of activity) 10. When the experiment is completed, students access the lab spreadsheet on the classroom website and record their results. 11. When all groups have recorded their results, the teacher will then demonstrate how to display the recorded data in graphical formats using the lab spreadsheet.
Online Components:
Lab worksheet—procedure and questions (from course website)
Shared Google docs spreadsheet (docs.google.com/spreadsheet)
Materials: · 2 small test tubes · Glass-marking pencil · 10-mL graduated cylinder · Bromothymol blue solution · Straws · Timer · Safety goggles
Assessment: Analyze and Conclude 1. How did exercise affect the time it took the solution to change color? 2. What process in your body produces carbon dioxide? How does exercise affect this process? 3. What are the advantages of using spreadsheets for recording lab results after experiments?
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Determine what forces or motion concept your students will need to know. List these on your teacher page.
Topic: Cellular Respiration
Concepts (definitions): cell respiration, glycolysis, aerobic respiration, mitochondria, anaerobic respiration, the Kreb’s Cycle, the electron transport chain, fermentation, and ATP production.
Select an appropriate Web 2.0 tool that you just learned about. Name it on your page.
The Web 2.0 tool that I will use for this exercise is Quizlet.
Provide instructions on how students will use the tool to demonstrate their understanding.
Students will use the Quizlet application in two ways, over the course of two class periods:
Following lecture, students are directed to the course webpage, where a Quizlet vocabulary set will be embedded. For the remainder of the period, students will “compete” in the Scatter game, as many times as they can, attempting to obtain the best score in the class (dependent on IF the class iPads are working).
For homework, students will be encouraged to review the Prezi document, and continue to “practice” solving the Quizlet scatter, flashcards, and other versions of the data.
During the following days’ class time, students will again be directed to Quizlet, where they will complete the “test” version of the same Quizlet vocabulary set. If it is not possible for the students to sign up so that their score can be saved, an alternative assessment tool (like Classmarker or printed tests) can be used in its place.
Part 3: Investigating Science Understanding -- Create an Activity Cube Black Box Investigation
Objective: Students will explore the concepts of scientific discovery by examining and identifying the pattern of words found on the activity cube, in order to formulate a hypothesis on the hidden sixth term.
- Students will identify the presented words as organic compounds found in living things. Further, students will identify matching
pairs of terms (category and specific example) to more accurately hypothesize the missing compound.
- Students will reflect on their process in order to better understand the scientific method—the process of research, identifying
patterns, logical thinking, etc.
Assessment: 50% contribution to group exploration, 50% on short answer reflection of their scientific process during the activity.
Procedure:
- Students form small groups of 3-4. A discussion leader is assigned.
- In turn, groups are given 90 seconds to observe the cube, after which they are to use the remaining 15 minutes to discuss, within
their group, a hypothesis on the final missing term.
- A discussion leader will present their conclusion, and their process, to the class.
- Follow up: students will answer the question—“How do you think your methodology in obtaining a hypothesis about the missing
work correlates to the process of problem solving in science?”
Materials:
- Black box cube
- Pen and paper
Stage 2 Activity: Introduction to the Frameworks and Processes of Cellular Respiration Objective:
- Students will identify the different processes involved in cellular respiration.
- Students will explore the order and organization of the products and yields within the processes of cellular respiration.
- Students will have completed the following units, and attained the following background knowledge essential to comprehending
these concepts:
Photosynthesis
Diffusion/osmosis
The phospholipid bi-layer
ATP/ADP conversion
Basic types of energy
Standard (MA Frameworks):
- 2.4: Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration. Explain the interrelated
nature of photosynthesis and cellular respiration in the cells of photosynthetic organisms.
- 2.5: Explain the important role that ATP serves in metabolism.
Misconceptions:
This lesson will explicitly address the commonly-held misconception that cellular process can create energy. Students will be instructed on the way in which the cells transfer and transform the potential energy stored in the chemical bonds of glucose. Additionally, the lesson will ensure that students are capable of differentiating cellular respiration from physiological respiration (i.e., respiration as breathing).
Task (Overview):
In this lesson, we will begin to discuss the concepts within the process of cellular respiration. Utilizing the knowledge gained from past units (photosynthesis, ATP production, etc.), we will explore the definitions of processes and sub-processes of cellular respiration [front-loading knowledge]. Next, you will access online resources that will visually illustrate the direction and flow of energy in the cells. Finally, you will connect these two bases of knowledge in an online worksheet.
Procedure (42 minute class time): Note that this Stage 2 activity would typically be a midpoint portion of full unit or Stage 3 activity
(~5 minutes) Students will begin the lesson with a brief review of prior knowledge necessary for understanding of cell respiration (class will utilize previously presented resource).
(~10 minutes) Next, students are presented with a teacher-directed Powerpoint presentation that contains the new terms and definitions for the lesson.
(~15 minutes) Students are then directed to the course website, using their iPads, to access a Prezi file that illustrates the energy pathways and connections in cellular respiration (see below).
(~10 minutes) While still accessing the course website with their iPads, students will download the ‘Respiration Flowchart Worksheet,’ an interactive [if supported by school tech] unlabeled diagram of the energy processes and pathways in cellular respiration, to complete on their iPad (or downloaded and printed). Versions of the activity can be tailored to the specific class levels: Version 1: Blank/ Honors Version
In these diagrams, products and yields are represented by circles, and processes by rectangles.
Students are instructed to fill in the missing information, utilizing textbook, class notes, or online course resources.
Before of the class session, student should save their edited diagram, and uploaded back onto the course website (or handed in). If necessary, the worksheet can also be assigned as homework where time constraints for the class are a factor.
Grouping:
- Independent and partner/small group for final worksheet.
Web 2.0 online component:
- Course website with resources
- Interactive Diagram assignment
- Prezi outline of energy pathways
Classroom materials: normal classroom materials.
Assessment: Student assessment will be 50% class participation, and 50% completion of energy flowchart worksheet.
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: James Pelosi
Lesson Title: Understanding the Frameworks and Processes of Cellular Respiration
Grade Level: Grades 9-12 (Biology)
State Standards:
- 2.4: Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration. Explain the interrelated nature of photosynthesis and cellular respiration in the cells of photosynthetic organisms. - 2.5: Explain the important role that ATP serves in metabolism.
Lesson Question:
What is the physiological process of cellular respiration? What are its processes, pathways, and energy (ATP) yields? How does this biological process compare and contrast with photosynthesis?
Introduction:
In this lesson, we will begin to discuss the concepts within the process of cellular respiration. Utilizing the knowledge gained from past units (photosynthesis, ATP production, etc.), we will explore the definitions of processes and sub-processes of cellular respiration [front-loading knowledge]. Next, you will learn the direction and flow of energy in the cells.
Task:
Using models, diagrams, and experimentation, students will assimilate the complex process and concepts of cellular respiration. The students’ level of comprehension will be evaluated by a concluding unit assessment (test or quiz).
Process (include all steps of the lesson procedure):
Background Knowledge:
Students will already have a basic understanding of photosynthesis, diffusion, osmosis, the phospholipid bilayer, ATP/ADP conversion, and basic types of energy.
Day 1
Preview/Do Now:
Give each student an index card, and ask them to write one important idea about cellular respiration that they understand on the front of the card. Then, have students write something about cellular respiration that they do not understand on the back of the card in the form of aquestion.
The teacher will collect these cards, collate the answers onto a Google Doc or Word document, and post the document onto the class webpage for students to review.
Direct Instruction/Modeling/Class Notes:
Students are presented with a teacher-directed Powerpoint presentation that contains the new terms and definitions for the lesson.
Guided Practice & Independent Work:
Teacher will put Cellular Respiration Diagram on the board/screen. Students will work in pairs or groups to read, question and identify what they think is taking place in the diagram.
Teacher leads in shared discussion of what each group gathered and assessed.
“What cell organelle is involved in ATP production?”
“Where does glycolysis take place?”
“What chemical starts this process? Where does it come from? Can you highlight one of the outputs?”
Day 2
Direct Instruction/Modeling/Class Notes:
Students are directed to the course website, using their iPads, to access a Prezi file that illustrates the energy pathways and connections in cellular respiration.
Definition: Cellular Respiration is the process by which stored energy in the bonds of glucose is released for life processes in the form of ATP.
Teacher will use Prezi to introduce necessary vocabulary for cellular respiration: Glycolysis, Aerobic Respiration, Anaerobic Respiration, The Kreb’s Cycle, Electron Transport Chain, Fermentation
Equation: C6H12O6 + 6O2 → 6CO2 + 6H2O
Note - for more advanced students teacher will go into net gains and losses of energy.
(Additional charts are used to show the use of energy in exercise.)
Guided Practice & Independent Work:
While still accessing the course website with their iPads, students will download the ‘Respiration Flowchart Worksheet,’ an interactive unlabeled diagram of the energy processes and pathways in cellular respiration, to complete on their iPad (or downloaded and printed).
In this diagram products and yields are represented by circles, and processes by rectangles.
Students are instructed to fill in the missing information, utilizing textbook, class notes, or online course resources.
Before the end of the class session, student should save their edited diagram, and uploaded back onto the course website (or handed in). If necessary, the worksheet can also be assigned as homework where time constraints for the class are a factor.
Guided Practice & Independent Work:
Students access or are provided with an image detailing the relationship between photosynthesis and cellular respiration (on course website and found in textbook, Figure 9-3).
Using the textbook, students will work in pairs or small groups to help them summarize the context of the lesson ‘Comparing Photosynthesis and Cellular Respiration.’
Students can be provided with the following Guided Questions:
If nearly all organisms break down food by cellular respiration, why doesn’t the earth run out of oxygen?
Where does all of the carbon dioxide waste product go?
How does the chemical energy stored in food get replaced?
How is the equation for photosynthesis different from the equation of cellular respiration (be precise)?
Day 3 Guided Practice & Independent Work:
On their iPads, students will be directed to the course webpage, where a Quizlet vocabulary set will be embedded for them to access.
Students will “compete” in the Scatter game, as many times as they can, attempting to obtain the best score in the class.
The Quizlet will contain definitions of the following terms: cell respiration, glycolysis, aerobic respiration, mitochondria, anaerobic respiration, the Kreb’s Cycle, the electron transport chain, fermentation, and ATP production.
Students should be encouraged to continue to “practice” solving the Quizlet scatter, flashcards, and other versions of the data outside of class time as a study resource.
Laboratory Experiment
Students will access the Bromothymol Blue Procedures handout from the course website, and review the instructions.
Teacher will access and present a youtube video illustrating a brief demonstration of a portion of the lab:
Students will then enter the lab, and complete the procedure:
‘Bromothymol Blue Experiment’
Learning Objective: Students investigate the relationship between exercise and the production of carbon dioxide, a byproduct of cellular respiration.
Students should find that the solution changed color more rapidly after exercise than before exercise.
Cellular respiration produces carbon dioxide. Exercise increases the rate of cellular respiration.
Activity Type: Procedural: Carry out procedures, record data, and generate data
Instructions: Cautions of activity and lab safety discussed first.
Students work in partners.
Label two test tubes A and B.
Put 10 mL of water in each test tube.
Put a few drops of bromothymol blue in each test tube.
Your partner will time you during this step.
When your partner says “go” slowly blow air through the straw into the bottom of test tube A
When the solution changes color, your partner should say “stop” and then record color change and how long the color change took. (Do not discardtest tube A... it will be needed for Step 10)
Jog in place for two minutes.
Repeat steps 5-6 using test tube B.
Trade roles with your partner. Repeat steps 1-8 (This step can be skipped to reduce time of activity).
Place some waterweed (elodea) into the water in test tube A, stopper and place the test tube under a bright light.
After a short period of time (15-20 minutes), observe the contents of test tube A. Record any observations and changes.
Materials:
2 small test tubes
Test tube stopper
Glass-marking pencil
10-mL graduated cylinder
Bromothymol blue solution
Straws
Elodea (water weed)
Timer
Lamp
Safety goggles
Assessment: Analyze and Conclude
Identify the compound that caused the water to change from blue to yellow when the student blew into the test tube.
Explain why the water turned blue again when the beaker with the waterweed was under the bright light (step 4). What process caused this change?
You should have observed bubbles forming on the waterweed leaves during the experiment. Explain why these bubbles were there?
Write the complete equation for the process that caused the changes in Step 11. You may use words or symbols in your equation.
How did exercise affect the time it took the solution to change color?
What process in your body produces carbon dioxide? How does exercise affect this process?
Post-Lab Assessment: Required Write-Up (due in 1 week); utilizing “Formal Departmental Lab Template” (on course website). Day 4 Full Period: Unit test.
The unit test will include an online component for the students' reference during the exam: SUN Mitochondrion E-Book
Test questions will be tailored to allow students to use the interactive diagrams on this website in their answers.
Conclusion:
At the conclusion of this unit, you should:
Understand the general processes of cellular respiration.
Identify the cellular organelles and structures utilized in this process.
Be able to illustrate the relationship between cellular respiration and photosynthesis.
Define and describe the sub-processes of respiration.
Detail the production and flow of energy (ATP), through the different cellular pathways.
Assessments: (Grading per quarter on cumulative points system)
Workshop Wiki Page - Jim Pelosi
Workshop 2 - MCAS Assessments & Curriculum Mapping
<place your MCAS questions and Curriculum Mapping information here>
Standard: 2.4 - Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration. Explain the interrelated nature of photosynthesis and cellular respiration in the cells of photosynthetic organisms.
Which of the following statements correctly describes the processes of photosynthesis and cellular respiration?
Instructional Activities: Powerpoint presentation, Magnetized board model comparison. Students create and compare flow charts of products and yields of both reactions. Bromethyl blue indicator lab→ student examine their carbon dioxide production compared to plant (water weed) oxygen production.
Standard: 1.3 - Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, that have an effect on enzymes.
The role of an enzyme in a chemical reaction is to change which of the following?
Instructional Activities: Powerpoint presentation, Magnetized board models, Lock and Key example, student worksheets. Saliva lab (Amylase demonstration of enzyme action)→ The enzyme in saliva is used to “breakdown” starch into glucose. Benedict’s solution indicator is used.
Workshop 3 - Web 2.0 tools
<embed your video here>
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -(Download Details - 150KB)
For Cell Respiration:
Conceptual Knowledge Building: View Images/ Objects
Procedural Knowledge Building: Record Data
Knowledge Expression: Write a Report
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Google Images
Prezi Presentation
Excel
Classroom Homepage
School page (TBD)
Google Docs
<Add Stage 1 activity here>
How Does Exercise Affect Disposal of Wastes from Cellular Respiration
Learning Objective: Students investigate the relationship between exercise and the production of carbon dioxide, a byproduct of cellular respiration. Students utilize online course resources to follow procedure, record data, and share their results with the class. Students are introduced to the use of spreadsheets to transform raw data into visual/graphical representations.
· Students should find that the solution changed color more rapidly after exercise than before exercise.
· Cellular respiration produces carbon dioxide. Exercise increases the rate of cellular respiration.
Activity Type: Procedural: Carry out procedures, record data, and generate data
Instructions: Cautions of activity discussed
1. Students work in partners.
2. Label two test tubes A and B.
3. Put 10 mL of water in each test tube.
4. Put a few drops of bromothymol blue in each test tube. (Carbon dioxide causes bromothymol blue to turn from blue to yellow
or green.)
5. Your partner will time you during this step.
When your partner says “go” slowly blow air through the straw into the bottom of test tube A
6. When the solution changes color, your partner should say “stop” and then record how long the color change took.
7. Jog in place for two minutes.
8. Repeat steps 5-6 using test tube B.
9. Trade roles with your partner. Repeat steps 1-8. (This step can be skipped to reduce time of activity)
10. When the experiment is completed, students access the lab spreadsheet on the classroom website and record their results.
11. When all groups have recorded their results, the teacher will then demonstrate how to display the recorded data in graphical
formats using the lab spreadsheet.
Online Components:
Materials:
· 2 small test tubes
· Glass-marking pencil
· 10-mL graduated cylinder
· Bromothymol blue solution
· Straws
· Timer
· Safety goggles
Assessment: Analyze and Conclude
1. How did exercise affect the time it took the solution to change color?
2. What process in your body produces carbon dioxide? How does exercise affect this process?
3. What are the advantages of using spreadsheets for recording lab results after experiments?
Workshop 5 - Developing and Using Web 2.0 Assessment Information
http://www.surveymonkey.com/s/2011StudentTechSurveyACTIVITY 2
Workshop 6 - Scientific Investigations
Black Box Investigation
Part 3: Investigating Science Understanding -- Create an Activity Cube Black Box Investigation
Objective: Students will explore the concepts of scientific discovery by examining and identifying the pattern of words found on the activity cube, in order to formulate a hypothesis on the hidden sixth term.
- Students will identify the presented words as organic compounds found in living things. Further, students will identify matching
pairs of terms (category and specific example) to more accurately hypothesize the missing compound.
- Students will reflect on their process in order to better understand the scientific method—the process of research, identifying
patterns, logical thinking, etc.
Assessment: 50% contribution to group exploration, 50% on short answer reflection of their scientific process during the activity.
Procedure:
- Students form small groups of 3-4. A discussion leader is assigned.
- In turn, groups are given 90 seconds to observe the cube, after which they are to use the remaining 15 minutes to discuss, within
their group, a hypothesis on the final missing term.
- A discussion leader will present their conclusion, and their process, to the class.
- Follow up: students will answer the question—“How do you think your methodology in obtaining a hypothesis about the missing
work correlates to the process of problem solving in science?”
Materials:
- Black box cube
- Pen and paper
Stage 2 Activity: Introduction to the Frameworks and Processes of Cellular Respiration
Objective:
- Students will identify the different processes involved in cellular respiration.
- Students will explore the order and organization of the products and yields within the processes of cellular respiration.
- Students will have completed the following units, and attained the following background knowledge essential to comprehending
these concepts:
Standard (MA Frameworks):
- 2.4: Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration. Explain the interrelated
nature of photosynthesis and cellular respiration in the cells of photosynthetic organisms.
- 2.5: Explain the important role that ATP serves in metabolism.
Misconceptions:
This lesson will explicitly address the commonly-held misconception that cellular process can create energy. Students will be instructed on the way in which the cells transfer and transform the potential energy stored in the chemical bonds of glucose.
Additionally, the lesson will ensure that students are capable of differentiating cellular respiration from physiological respiration (i.e., respiration as breathing).
Task (Overview):
In this lesson, we will begin to discuss the concepts within the process of cellular respiration. Utilizing the knowledge gained from past units (photosynthesis, ATP production, etc.), we will explore the definitions of processes and sub-processes of cellular respiration [front-loading knowledge]. Next, you will access online resources that will visually illustrate the direction and flow of energy in the cells. Finally, you will connect these two bases of knowledge in an online worksheet.
Procedure (42 minute class time):
Note that this Stage 2 activity would typically be a midpoint portion of full unit or Stage 3 activity
- (~5 minutes) Students will begin the lesson with a brief review of prior knowledge necessary for understanding of cell respiration (class will utilize previously presented resource).
- (~10 minutes) Next, students are presented with a teacher-directed Powerpoint presentation that contains the new terms and definitions for the lesson.
- (~15 minutes) Students are then directed to the course website, using their iPads, to access a Prezi file that illustrates the energy pathways and connections in cellular respiration (see below).
- (~10 minutes) While still accessing the course website with their iPads, students will download the ‘Respiration Flowchart Worksheet,’ an interactive [if supported by school tech] unlabeled diagram of the energy processes and pathways in cellular respiration, to complete on their iPad (or downloaded and printed). Versions of the activity can be tailored to the specific class levels:
Cell respiration Flowchart.pdf
- Details
- Download
- 54 KB
Cell respiration Flowchart Quiz 2.pdf
- Details
- Download
- 220 KB
Students are instructed to fill in the missing information, utilizing textbook, class notes, or online course resources.Version 1: Blank/ Honors Version
Version 2: Prompted Version
In these diagrams, products and yields are represented by circles, and processes by rectangles.
Before of the class session, student should save their edited diagram, and uploaded back onto the course website (or handed
in). If necessary, the worksheet can also be assigned as homework where time constraints for the class are a factor.
Grouping:
- Independent and partner/small group for final worksheet.
Web 2.0 online component:
- Course website with resources
- Interactive Diagram assignment
- Prezi outline of energy pathways
Classroom materials: normal classroom materials.
Assessment: Student assessment will be 50% class participation, and 50% completion of energy flowchart worksheet.
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: James Pelosi
Lesson Title: Understanding the Frameworks and Processes of Cellular Respiration
Grade Level: Grades 9-12 (Biology)
State Standards:
- 2.4: Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration. Explain the interrelated nature of photosynthesis and cellular respiration in the cells of photosynthetic organisms.
- 2.5: Explain the important role that ATP serves in metabolism.
Lesson Question:
What is the physiological process of cellular respiration? What are its processes, pathways, and energy (ATP) yields? How does this biological process compare and contrast with photosynthesis?
Introduction:
In this lesson, we will begin to discuss the concepts within the process of cellular respiration. Utilizing the knowledge gained from past units (photosynthesis, ATP production, etc.), we will explore the definitions of processes and sub-processes of cellular respiration [front-loading knowledge]. Next, you will learn the direction and flow of energy in the cells.
Task:
Using models, diagrams, and experimentation, students will assimilate the complex process and concepts of cellular respiration. The students’ level of comprehension will be evaluated by a concluding unit assessment (test or quiz).
Process (include all steps of the lesson procedure):
Background Knowledge:
Day 1
Preview/Do Now:
Direct Instruction/Modeling/Class Notes:
Guided Practice & Independent Work:
Day 2
Direct Instruction/Modeling/Class Notes:
Guided Practice & Independent Work:
Version 1: Blank/ Honors Version
Version 2: Prompted Version
Guided Practice & Independent Work:
Students access or are provided with an image detailing the relationship between photosynthesis and cellular respiration (on course website and found in textbook, Figure 9-3).
Day 3
Guided Practice & Independent Work:
- Students should be encouraged to continue to “practice” solving the Quizlet scatter, flashcards, and other versions of the data outside of class time as a study resource.
Laboratory Experiment- Students will then enter the lab, and complete the procedure:
‘Bromothymol Blue Experiment’Learning Objective: Students investigate the relationship between exercise and the production of carbon dioxide, a byproduct of cellular respiration.
- Students should find that the solution changed color more rapidly after exercise than before exercise.
- Cellular respiration produces carbon dioxide. Exercise increases the rate of cellular respiration.
Activity Type: Procedural: Carry out procedures, record data, and generate dataInstructions: Cautions of activity and lab safety discussed first.
Materials:
Assessment: Analyze and Conclude
Post-Lab Assessment: Required Write-Up (due in 1 week); utilizing “Formal Departmental Lab Template” (on course website).
Day 4
Full Period: Unit test.
SUN Mitochondrion E-Book
Conclusion:
At the conclusion of this unit, you should:
Assessments: (Grading per quarter on cumulative points system)
- Exam (100 points)
- Laboratory Report (50 points)
- Class Participation/ Group work (25 points)
- Homework/ In-class assignments (vary)
Laboratory Report Assessment Rubric:Resources:
Teacher Notes: